Relevant Minnesota or Nat’l Content Standards:
-Ask and find answers related to culture-Acquire, organize, and analyze information and use geographic tools to draw conclusions about historic or current national and global environmental change
Learning Objective: Key Understanding(s) you intend students to obtain:
-Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs -Culture vs. Race vs. Ethnicity
Assessment Evidence
What do you want your students to know?
Students will know the vocabulary from chapter 3 of the textbook.
What do you want students to be able to do?-Students will be able to use the terms to show understanding of different aspects of culture and how it ties into economics and choices.
-Use basic equations to show and reflect economic indicators and culture.
Group Accountability (Formative) How will you check to see whether your class has met your learning objectives?
Class review activity. Students can then use notes taken during the activity to trade in for the teacher’s notes to study for the test.
Individual Accountability (Summative) How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Chapter 3 Test – “The World’s People”
Learning Plan
What key vocabulary/language will students need to know to meet the learning objective? Multicultural, Acculturation, Famine, Command Economy, Market Economy, Mixed Economy, One-Crop Economy, Emigrant, Immigrant, Refugee, Popular Culture, Domestication, Subsistence Farming, Commercial Farming, Demographers, GDP, GNP, Birth/Death Rate, Population Density, Imports, Exports, Per Capital Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic Indicators,
How will you teach this key vocabulary to enable students to meet the learning objective?
-During review session, use guiding questions to enable students to understand, make connections, and give definitions.
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What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)
-What is the difference between race, ethnicity and culture? -What are the different economic and political decisions of governments around the world?
How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? Differentiation Options: questions, stems, sentence frames, strategies, etc.
During the Review game, students with IEP or the equivalent were given the opportunity to answer the question or differ to a classmate.
Materials/Resources Required:
Review SheetTest
SCHEDULE OF ACTIVITIES
Method/Strategy(What will you do? What do you expect students to do? Include set induction and closing.)
Time Allotment
Split Class into groups. Hand students a single playing card as they enter the room. Red on one side, black on the other.
2 min
Overview of how the game is play. Make them aware they in order to get teacher’s notes, they have to have taken their own notes to trade.
2 min
Discuss that test is tomorrow and that this is an opportunity to prepare that needs to be continued tonight at home! Read through the chapter again.
2 min
Review Game Do everything to discuss and enable understanding for each question
38 minutes
Trade notes with students as they walk out the door
Lesson Template
-Ask and find answers related to culture-Acquire, organize, and analyze information and use geographic tools to draw conclusions about historic or current national and global environmental change
-Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs
-Culture vs. Race vs. Ethnicity
Students will know the vocabulary from chapter 3 of the textbook.
-Use basic equations to show and reflect economic indicators and culture.
How will you check to see whether your class has met your learning objectives?
Class review activity. Students can then use notes taken during the activity to trade in for the teacher’s notes to study for the test.
How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?
Chapter 3 Test – “The World’s People”
Multicultural, Acculturation, Famine, Command Economy, Market Economy, Mixed Economy, One-Crop Economy, Emigrant, Immigrant, Refugee, Popular Culture, Domestication, Subsistence Farming, Commercial Farming, Demographers, GDP, GNP, Birth/Death Rate, Population Density, Imports, Exports, Per Capital Income, Interdependence, Race, Culture, Cultural Traits, Ethnocentrism, Civilization, Literacy Rate, Economic Indicators,
-During review session, use guiding questions to enable students to understand, make connections, and give definitions.
-
-What is the difference between race, ethnicity and culture?
-What are the different economic and political decisions of governments around the world?
Differentiation Options: questions, stems, sentence frames, strategies, etc.
During the Review game, students with IEP or the equivalent were given the opportunity to answer the question or differ to a classmate.
Review SheetTest
Do everything to discuss and enable understanding for each question